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UNIVERSITY STUDENTS
by
Corey J. Brunelle
Doctor of Philosophy
Capella University
September 2014
UMI Number: 3667907
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Abstract
Research concerning the effects of video game playing and consequent mental states has
generated mixed results in the academic literature. The self-esteem and self-efficacy of video
game players are not well documented in the social science literature. The gap in the scholarly
literature concerning the effects that playing different types of video games may have on video
game players suggests that empirical research was needed to determine which types of video
games, if any, have effects on an individual’s self-esteem and self-efficacy. The purpose of this
research was to examine correlations between video game playing, self-esteem and self-efficacy
measures among university students. The research questions asked if there are statistically
significant correlations between playing different genres of video games and reported levels of
self-esteem and self-efficacy measures among university students. Albert Bandura’s Social
Cognitive Theory provided the theoretical framework for this study. According to Social
Cognitive Theory, video game playing should exert some influence on an individual’s level of
self-esteem and self-efficacy. This study utilized a quantitative correlational research design to
investigate relationships of self-reported levels of self esteem, self-efficacy and video game
experiences. Statistically significant correlations were found for both self-esteem and self-
efficacy measures suggesting that specific genres of video games may influence self-esteem and
self-efficacy to varying degrees. Future studies should focus on analyzing the parameters of both
positive and negative effects of video games on the individual. Specifically, further research is
needed to ascertain the degree to which specific genres of video games affect the self-esteem and
self-efficacy of a video game player and the consequences of those influences on both cognition
and behavior.
Dedications
I could not have completed this dissertation without the support, guidance, patience and
love of my parents, Leonard and Carolyn; you have been the foundation I’ve needed to achieve
To my daughter, Megan; I’m so proud of the woman you’ve become. I love you to
iii
Acknowledgments
I would like to thank the following individuals for their time, effort, patience and
Dr. Esmail: You’ve been a source of constant and supportive guidance without which I
simply would not have been successful. Thank you for your patience, your shared wisdom and
Dr. Clarkson: Thank you for sharing your knowledge and wisdom during this process.
iv
Table of Contents
Acknowledgments iv
CHAPTER 1. INTRODUCTION 1
Research Rationale 7
Research Questions 7
Definition of Terms 9
Assumptions 10
Limitations 11
Theoretical Framework 11
Introduction 15
Self-Esteem 29
Self-Efficacy 31
v
Locus of Control 36
Conclusion 40
CHAPTER 3. METHODOLOGY 42
Introduction 42
Research Questions 43
Methodology 44
Sampling 47
Instrumentation 47
Limitations of Methodology 53
Introduction 56
Research Questions 56
RSES Responses 58
General Self-Efficacy 58
Descriptive Statistics 59
vi
Coding 60
Non-Significant Correlations 65
Conclusion 66
Introduction 68
Hypothesis 1 71
Hypothesis 2 72
Limitations 76
Conclusion 78
REFERENCES 79
vii
CHAPTER 1. INTRODUCTION
Playing video games is the fastest growing form of human recreation (Ryan,
Rigby & Przybylski, 2006). Nearly two-thirds (65%) of American households play
computer or video games while 51% of American households own a dedicated video
game console (Entertainment Software Association [ESA], 2014). Akilli (2007) writes
that the United States video game industry generates more revenue per year than the
United States film and cinematography industry. Sales of video games and video game
consoles in the United States during 2007 generated nearly $18 billion constituting a 43%
profit increase from 2006 (NPD, 2008). By 2013, combined sales of gaming hardware,
accessories and content generated $21.5 billion in the video game industry (NPD, 2014).
The impressive growth of video games during the last 20 years reflects the increasing
The average video game player is 31 years old while 32% of video game players
are over 50 years of age (ESA, 2014). Nearly three-quarters (71%) of all video game
players in the United States are 18 years old or older (ESA, 2014). Females age 18 and
over represent a significantly greater proportion (36%) of video game players than boys
under the age of 18, whom represent 17% of the video gaming population (ESA, 2014).
In fact, females over 25 years of age constitute the greatest cohort of PC game players
accounting for 46.2% of all players and 54.6% of all game play minutes in December of
2008 (Nielsen, 2009). While females comprise 48% of video game players, females
1
between the ages of 25-54 constitute the largest group of personal computer video game
players, accounting for 29% of the total personal computer game players (ESA, 2014).
Males, on the other hand, between the ages of 25 and 54, constitute the second
largest group of personal computer game players ages with approximately 20 % of all
personal computer game players (Nielsen, 2009). Nearly 80% of females between the
fourth and twelfth grades report playing video games in their homes (Walsh et al., 2005).
Colwell, Grady & Rhaiti (1995) found that playing video games is as equally popular
with boys as it is girls. Among most frequent gamers, adult males average 18 years for
game playing, females for 13 years (ESA, 2014). These demographics contradict the
often portrayed video game player as an adolescent male. While it would seem that video
game playing is no longer the stereotypical endeavor of teenage boys, little research has
addressed either the different types of game playing in adulthood or the positive social
effects associated with playing video games. Although females represent a significant
demographic in the video gaming business, little research exists concerning the effects
that video game playing has on the self-esteem and self-efficacy measurements of either
According to point of sale information collected in 2008, action games were the
best selling genre of video game (20%), followed by family entertainment (19.3%),
sports games (15.3%), shooter (10.9%), racing (8.4%), role playing (5.4%), strategy
simulator (0.5%), arcade (0.5%), and other games/compilations constituted 2.3% of all
games sold in the United States in 2007 (ESA, 2008). More than half (57%) of gamers
2
believe there are more games available today that appeal to women than in the past (ESA,
2007).
While playing video games used to be an individual effort, nearly 60% of gamers
play games with other gamers in person; an increase from less than half just a few years
ago. This surge in video game playing suggests that video game playing is, increasingly,
a form of social networking that involves group cooperation toward common goals.
Sherry, Desouza, Greenberg, and Lachlan (2003) found that the social interaction video
game playing involves is a primary reason many individuals initially started playing
video games. Sherry et al. (2003) found that many individuals use video games as a
means to interact socially with friends and discover personality characteristics of other
The negative effects of video game playing have been researched for years
(Gentile & Anderson, 2003; Sherry, 2001). With the video game industry’s tremendous
growth in recent years, politicians, advocacy groups, parents, teachers and other
playing video games. However, the positive aspects of playing video games have only
recently emerged in academic literature and little research exists to support a positive
The social science literature is replete with research citing the deleterious effects
that playing video games has on individuals. Prior studies have attempted to correlate
playing video games with increased levels of arousal (Baldaro, Tuozzi, Codispoti,
Montebarocci, Barbagli, Trombini, and Rossi (2004), increased levels of reported and
3
observed aggressive behaviors (Bushman and Anderson, 2002; Flemming and Rickwood,
2001), decreased levels of pro-social behaviors (Gentile, Linder, and Walsh, 2003), and
consequences of playing video games are a relatively new subject in the social science
literature. Baccus, Baldwin, and Packer (2004) found that implicit self esteem can be
increased using a computer game that repeatedly pairs self-relevant information with
smiling faces. Vorderer and Bryant (2006) note that individuals can regulate their own
affective states positively or negatively given the unique characteristics of video games.
Sherry et al. (2003) notes that most video game studies involve traditional media
effects issues, particularly the effects of playing violent video games and levels of
aggression. Traditional media forms such as radio, television and the internet require
only passive consumption. Video games differ from other forms of media such as
television and radio because video games require individuals to actively participate to
further the progression of the video game content. The primary characteristic that
media forms of entertainment is the presence and level interactivity required to progress
the media (Grodal, 2000; Vorderer and Bryant, 2006). Hartmann and Klimmt (2006)
note that video game players not only actively process the information in video games,
but also actively contribute to the progression of the video game itself. Klimmt,
Hartmann and Frey (2007) note that the majority of theoretical paradigms involving
video game enjoyment identify the interactive characteristic of game play. Game players
4
the progress, narrative and direction that the interactive media provides (Klimmt &
Hartmann, 2006).
Research concerning the mental states of video game players has warranted mixed
results. Vorderer, Bryant, Peiper, and Weber (2006) observe that the gap in the scholarly
literature concerning the effects that different games have upon the gamers suggests that
empirical research is needed to determine, specifically, which games are and are not more
concerning the motivations to play video games has focused on the interactivity
Klimmt & Hartmann (2006, p. 140) suggest that, in applying the idea of
game product.” As such, the decision to not only play video games, but particular genres
of video games, may influence an individual’s decision to engage in video game play.
Consequently, the decision to play a particular video game may be influenced by, and
beliefs, then, may be a motivational factor to play games at all and an important
consideration in the selection of particular types of games played. However, this has not
Gender differences in the selection of different types of video games may suggest
an efficacy reinforcement process that has not been tested empirically (Vorderer, Bryant,
5
Peiper, and Weber, 2006). Klimmt & Hartmann (2006) note that an individual who
possesses rather high levels of computer-based self-efficacy may not, for varying reasons,
have similarly high levels of self-efficacy for playing different types of video games,
While self-esteem and self-efficacy have been widely measured and discussed in
the social science literature, there is little academic research regarding the self-esteem
and self-efficacy of video game players. Little research exists to support a correlation of
video game playing and positive social consequences. No known research has attempted
to investigate the relationship of playing different genres of video games and reported
The purpose of the present study was to investigate the relationship between video
game playing and self-esteem and self-efficacy measures among online university
learners. The inclusion of online university learners for the purpose of this research is
based on the observation that online university learners, regardless of gender, have a
requirements of online coursework (Klimmt & Hartmann, 2006). This allowed the
researcher to focus on the effects that video game playing experiences have on
individuals without having to account for the effects that lacking basic technological
skills may have on the research findings. With the data obtained from the administration
of the RSE and GSE, correlations between playing different genres of video games,
gender and levels of reported self-esteem and self-efficacy were researched. The results
from the data obtained from the administration of the RSES and GSE surveys was
6
examined for statistically significant correlations between reported levels of self-esteem
genres of video games. The independent variable for this study is playing different
genres of video games. The dependent variables for this study are self-esteem and self-
efficacy measures. The sample selected for this research is online university students.
Given the differing ages of video game players, there was not an age limit placed
on the research participants. Although research suggests a correlation between game play
and negative social consequences, little research supports a correlation of video game
playing and heightened levels of reported self-esteem and self-efficacy. The increasing
negative publicity that the video game industry generates, in conjunction with the
changing demographics of video game players, suggests that more research is needed
concerning the possible positive social effects of playing video games. This proposed
study may bridge gaps in the current literature on the positive effects of game play on
Research Rationale
The proposed research study will bridge a gap in the current literature concerning
video game players playing different genres of video games. Significant findings of this
study may provide useful information for law makers, advocacy groups, parents, teachers
Research Questions
Research Question 1
7
Are there statistically significant correlations between playing specific genres of
Ho 1 Null:
Ho 1 Alternative:
Research Question 2
Ho 2 Null:
Ho 2 Alternative:
This study seeks to provide some insight into positive consequences of playing
video games. Griffiths (2003) notes that very little credible research has analyzed game
play consequences for adults. Klimmt and Harmann (2006) write that comparing or
balancing the skills that video game players acquire in combination with the increasing
8
challenges of playing video games can help provide players with heightened levels of
self-efficacy.
For example, Dandeneau & Baldwin (2004) observe that after a failed attempt to
achieve a goal, individuals with low self-esteem may focus on negative outcomes, blame
themselves for the failure and make unwarranted interferences regarding their own
abilities. However, individuals with high self-esteem, after a failure, may invoke a
stimuli for the failure as well as focus attention to alternative domains of strength
(Dandeneau & Baldwin, 2004). These types of coping mechanisms suggest that
individual outcomes may differ based on the type and extent of game playing.
Definition of Terms
emotional reactions.
Locus of control. The extent to which individuals believe they have control over
effects.
9
Self-efficacy. Self-efficacy refers to belief in one’s capabilities to "organize and
execute the courses of action required to manage prospective situations" (Bandura, 2002,
p. 2).
Assumptions
The researcher assumed that the research participants would respond honestly and
completely to the administered survey questionnaires. It was assumed that the chosen
online university would agree to assist in administering the survey to its student body.
Therefore, the participant population consisted of students attending one online university
who responded to the request to participate in the study and completed the online survey
through Zoomerang.com. It was assumed that participants in this study were the online
university learners contacted by the researcher and that these participants were
representative of other students attending the same university. Further, it was assumed
that the research participants would be able to correctly and accurately identify the
different genres of video games given a description of the genres of video games. The
Another assumption was that there would be enough participants to participate in the
proposed study to provide statistically significant data. Klimmt & Hartmann (2006)
10
based self-efficacy. As such, the selection of online university learners for this study was
justified given the desire for online students to have computer-related skills that,
Limitations
This study has limited generalizability concerning the self-esteem and self-
efficacy of video game players. This research involved a sample population from a
limited participant population. Therefore, the external validity of the research findings
may be limited. This research studied a limited population of learners from one online
limited to learners at this online university, and not to other students in different colleges
and universities. Although this study may be conducive to traditional university students,
While selecting an online university may limit the generalizability of the results to all
university students, the limitation of selecting students from an online university was
minimized given the inclusion of students from several disciplines as well as both
reward points which may be used to motivate participants to have completed the survey.
Theoretical Framework
This study is based upon the theoretical framework of Albert Bandura’s Social
Cognitive Theory. Social Cognitive Theory provides a framework that can be applied to
understanding how exposure to different types of video game content may affect levels of
self-esteem and self-efficacy. From this theoretical perspective, video game content
11
provides a foundation upon which video game players can either “win” or “lose,” thereby
become disengaged from conduct. "In the social learning analysis,” Bandura wrote,
“moral people perform culpable acts through processes that disengage evaluative self-
reactions for such conduct (Bandura, 1983, p. 31). Bandura suggests that social cognitive
theory helps explain psycho-social functioning via a triadic reciprocal causation loop.
According to Bandura’s triadic reciprocal causation theory, the nexus between the
affective and biological events, interact with patterns of individual behavior, while
The situational and technological aspects associated with online learning may
provide both potential and current video game players with the confidence to experiment
between video game playing and reported levels of self-esteem and self-efficacy
measures among students at one online university contributes to the body of knowledge
The research design selected for this study is a one-group only cross-sectional
survey research design (Chambliss & Schutt, 2006; Cook & Campbell, 1979). This
quantitative research studied the relationship of playing different genres of video games,
were asked to complete an online survey published through the Zoomerang.com website.
12
The introduction to the series of questionnaires detailed the significance and need
of the study as well as the need for respondents’ truthful answers. The questionnaire
packet contains an Informed Consent Form that detailed the provisions for
confidentiality, opt-out clauses, contact information for the online university’s Internal
Review Board, and requests for a summary of the findings of the study.
The surveys included in the online survey used to measure levels of reported self-
esteem and self-efficacy include The Rosenberg Self-Esteem Scale (RSES, Rosenberg,
demographic questionnaire was also included to ascertain both past and current video
game playing. Upon completion of the administered surveys, the data was analyzed
using the Statistical Package of Social Sciences (SPSS Inc., 2003). A significance level
The remainder of this study consists of four chapters. Chapter 2 focuses on the
relevant and scholarly literature concerning factors associated with video game playing
across genres and the self-efficacy, and self-esteem of video game players. The second
chapter will begin with an introduction and will delineate both the positive social
Chapter 2 will then identify gender differences in video game playing, and discuss the
study, the theoretical framework chosen to guide this research concerning the relationship
of playing different genres of video games and levels of reported self-esteem and self-
13
efficacy among online university students, the researcher’s philosophy, and provides
justification for both the sample and population selected, as well as the instruments
utilized and the data collection and data analysis processes involved.
the results of the survey data and discusses the hypotheses as they relate to the data
obtained. Chapter 4 will explain how the raw data were prepared and reports the results
of the statistical analysis applied to test the hypotheses in response to the research
questions. An explanation about how the statistical data were interpreted and evaluated is
interpretation of the data results. Chapter 5 also provides a summary of the results as
well as a discussion of the findings for this research. A discussion of the conclusions is
provided and limitations to the present study are identified while recommendations for
future research are suggested. A conclusion section completes chapter 5 and the
dissertation.
14
CHAPTER 2. LITERATURE REVIEW
Introduction
thought impossible only a few years ago. Computerized technologies allow for greater
ever before. Beyond generating billions of dollars in revenues, the video game industry
may be in the unique position of engendering deep and meaningful learning through
video media (Gee, 2005), as well as leading the technological revolution with innovative,
new and enjoyable ways for individuals of all ages to play games. Playing video games
enables people to acquire new skill sets necessary in the global economy.
Greenfield, Brannon, and Lohr (1996) found that video games are often the first
interaction children have with computerized technologies. As such, video games allow
children to be introduced into the world of computers and, consequently, the information
contained on computerized networks. With video games, individuals are able to control
their represented selves, manipulate environments and learn to think within certain, well-
defined constructs. Shaffer, Squire, Halverson, and Gee (2005, p. 110) recognize that
Video games incorporate complex problem-solving matrices that help foster logic,
helps to support informed decision making, and utilizes a scientific method to help
15
players learn (Wilson, 2007). Video games have been correlated with positive social
benefits such as computer literacy acquisition (Gee, 2005, Greenfield et al., 1994;
Greenfield & Cocking, 1996; Griffiths, 1991b), cognitive and attentional skill
improvements (Green & Bavelier, 2003; Subrahmanyam & Greenfield, 1994), positive
technological attitudes and perceptions (Canada & Brusca, 1991), and increased
marketability to technological fields (Cassell & Jenkins, 1998; Margolis & Fisher, 2002).
frames." These epistemic frames allow individuals to think about problems in new ways
in the attempt to solve unique problems. Video games, Shaffer (2006, p. 22) notes,
allow players to discover "end states that are personally and socially meaningful" and,
consequently, "both more engaging and better for learning about things that matter in the
real world."
Studying the lived experiences of video game players is essential for successful
media literacy programs in an effort to address both the proclaimed benefits and
detriments of game playing (Funk, Chan, Brouwer, & Curtiss, 2006). The educational
use of game play has been touted as a primary benefit in the social science literature
concerning the positive social effects of playing video games. Among the benefits
attributed to video game playing is a greater, deeper and more meaningful perspective in
the educational field. Among the skills that video game players acquire through game
memory, quick thinking, and reasoned judgments (Sheff, 1994). With emerging video
16
game console technologies, video game playing requires greater physical exertion, and,
may consequently, lower body fat levels. Playing video games may increase social
Cassell & Jenkins (1998) note that children who do not have access to or interest
in video games may be at a disadvantage to those children who do have access to and
play video games. Scarlett, Naudeau, Ponte, and Salonius-Pasternak (2004) suggest that
there are many contributions of play to children’s social and psychological well-being;
familial relationships, attention, problem-solving, creativity, fine and gross motor skills,
Salonius-Pasternak and Gelfond (2005, p. 18) note that among the benefits of
electronic game play for children is “the opportunity to negotiate society’s rules and
roles, allowing children to experiment with aggression in a safe setting without real world
serving as an effective tool in clinical settings.” Video games not only allow for new and
more powerful ways to learn in schools, but also create new social constructs and cultures
for the player (Schaffer, Squire, Halverson & Gee, 2005). In short, video games allow
players to immerse themselves in roles and simulations that allow for creativity within
parameters.
Salonius-Pasternak and Gelfond (2005) write that computer and video games
provide unique opportunities for children to play with rules within an imaginary
environment. Games provide for situated understandings that allow the player to
experience identities, social practices, empathy, values and identities that combine to
17
make a subject matter expert (Schaffer, Squire, Halverson , & Gee, 2005). Perhaps this
situated learning curve allows for players to experience, virtually, the lives of otherwise
unlivable characters. In this way, children can experience, with ever-increasing realism,
what it is like to drive a formula one car, drive a basketball to the hoop in the NBA,
search for treasures in distant lands, explore frontiers in space and oceans, and create
Ryan, Rigby and Przybylski (2006) found that playing video games satisfies basic
psychological needs of fun and enjoyment. Having asked some 1,000 game players why
they enjoy playing video games, Ryan, Rigby and Przybylski (2006) found that there
education was a reporting by gamers that they felt best when the games that they were
playing provided positive experiences and challenges which were connected to real-world
experiences. Games have the ability to provide opportunities for achievement, for
freedom, and even to create and sustain a connection with other players (Ryan, Rigby &
Przybylski, 2006). The ability to play video games with other players throughout the
world via the internet allows for social bonds and networks of gamers to associate with
one another.
Game play has long been recognized as a highly successful therapeutic facilitator.
Videogames have been extensively utilized as a therapy tool, showing significant signs of
Videogames, Griffiths (2003) notes, have been responsible for helping children deal with
18
Games have the power to retain and promote health as well as to heal (Michael,
2005). Green and Bavelier (2003) found that violent games improve visual acuity; avid
video game players were more accurate than non-gamers during a battery of visual acuity
tests measuring both central and peripheral attention. Video games were found to
enhance “allocation of spatial attention over the visual field, even at untrained locations,”
in video game players (Green & Bavelier, 2003, p. 535). Similarly, Lager and Bremberg
(2005) found support for increased spatial abilities and decreased reaction time among
A recent study (Rosser et al., 2007) found that surgeons who self-reported playing
more than 3 hours per week were 37 % less likely to commit errors in a rigorous
assessment for laparoscopy surgery techniques. Further, these more adept surgeons
finished the laparoscopy surgery exercises 27% faster than their non-video game playing
colleagues. This suggests that video game playing fosters and contributes to the
acquisition of desired and marketable skill sets. Used as educational tools, games not
only enable, but require, players to develop, test and confirm hypotheses, revise theories,
develop strategies and adhere to specified rules set by game designers. As such, game
play is an ideal way to prepare individuals for the emerging skills necessary in the
modern and future workforce and will be valued in the new global economy (The
Economist, 2005).
The potential of video games has not been lost on the scientific community. In
and the National Science Foundation convened a National Summit on Educational Games
[SEC]. The purpose of the SEC (2005) was to identify and investigate the potential of
19
video games to educate students as well as to make specific recommendations to the field
untimely and allow educators to measure only what students are able to remember.
providing feedback that is clear, instantaneous and easily understandable (SEC, 2005).
ways. Among the findings of the SEC (2005) were that video games have the ability to
teach higher ordered critical thinking skills including strategy, interpretation, problem-
solving abilities, adaptation, and theory development. Educational games may require a
to the test,” the future of our children and the vitality of our economy may suffer.
Nevertheless, many educational systems fail to embrace new and emerging technologies,
perhaps from fear, perhaps from misunderstanding, but certainly to the detriment of
students and educators alike. This loss is compounded by the fact that video games,
beyond their educational value and ability to imbue players with new constructs for
innovative thinking, are, actually, fun to play. Zillman (1988, 2000) suggests that
individuals are motivated to make choices about their entertainment endeavors that
enable them to decrease or eliminate negative mood states and to engender positive mood
states.
20
Gee (2007) writes that good video games provide pleasure to people. Such
players experience these pleasures while immersed in the virtual world that video games
pleasurable for children to have a chance to break rules that are continually imposed on
them, but make-believe play—including breaking the rules of the ordinary world in this
more about reality and thus the laws that make it up.” It is difficult to comprehend this
pleasure without having spent time actually playing video games; it is not a spectator
sport and is not learned vicariously through others. Experienced gamers are often
individuals with unique and specially honed skills in which businesses are particularly
interested.
The interactive nature of games allow for immediate assessment of progress and
ability, constant reinforcement of both positive and negative actions and choices and
present an immersive world in which people of all ages seem to find interesting and
mesmerizing. Abt (2002) suggests that games are effective teaching tools as they have
the ability to relate relatively difficult concepts and fact sets for a variety of subjects.
Gee (2003) notes that a new form of literacy is learned when playing video games.
While this new literacy claim may seem a stretch to non-gamers, it is apparent to
new ways, perhaps only during certain times, while the environment in the virtual world
directed inputs. The speed and capacity by which an individual is able to discern, absorb,
21
and utilize given information dictates in large measure how that individual will succeed
in a given task in the virtual worlds that video games create. This ability requires a great
deal of focus, attention, and concentration. This concentration has been referred to as
“flow;” it describes the players’ ability to attend to the myriad of stimuli presented in a
game by blocking out or ignoring external stimuli. This immersion into the constructed
virtual world would certainly be a change in educational settings. Students may not want
to miss the presentations in the virtual world, the lessons literally at hand, for the
Good games have a fast moving flow in which players become neither
uninterested in repetitive patterns nor overwhelmed by the pace of the game (SEC, 2005).
The acquisition of skill sets from game play include complex problem solving strategies
in dynamic environments, expression of creativity within set parameters and the ability to
apply results from feedback so that mistakes are corrected immediately, or minimized so
as to achieve goal states (SEC, 2005). There is a certain catharsis involved in playing
video games as they seem to allow players certain outlets that would otherwise not be
available. While this cathartic quality may alleviate tensions and engender reflection in
some individuals, in other people, under some conditions and with particular kinds of
games, the game play may incite anti-social behaviors according to several researchers.
However, this simply has not been demonstrated in the literature. Despite a hypothesis of
a link between playing video games and real-world aggression, this correlation has not
22
The majority of empirical research into the concomitant effects of video games
has focused primarily on the correlations of playing violent video games and aggressive
behaviors. The General Aggression Model (Bushman & Anderson, 2002) provides a
proposed correlation of violent media consumption and attendant violent aggression, the
General Aggression Model (GAM) suggests that short term effects include an increase in
arousal and aggressive states by priming aggressive cognitions In time, these primed
aggressive that result from playing violent video games tend to reinforce aggressive
violent media, contributing to an even more aggressive personality, which, according the
GAM, then feeds upon even more violent and aggressive media to bolster the ever
behaviors are cyclical and redundantly reinforced systems. Peng, Liu, and Mou (2008)
suggest that, while many quantitative research studies (Anderson & Bushman, 2001;
Anderson & Dill, 2000; Sherry, 2001) have found statistically positive correlations
including playing violent video games, the claimed causal relationship is elusive.
ascertain whether playing video games caused violence in the real world. Boyle and
Hibberd (2005) found that there are many “myths, misinterpretations, and
23
misrepresentations” regarding both the number and quality of viable research studies
concerning violence in the media; that there is conflicting research findings of a direct
link between video games and violent behavior; that it is difficult to isolate a single
causative factor in any violent behavior; that there is evidence to support the claim of
positive effects for children from playing video games; and that many studies purporting
to demonstrate a correlation between playing video games and increased aggression focus
measurements after evaluating the short-term effects of playing violent video games on
children and young adults. Finding several short term effects associated with violent
video game play, Baldaro et al. (2004) found that, while the levels of hostility did not
increase among players, both blood pressure and anxiety levels increased. Lager and
Bremberg (2005) found no correlation between playing video games and the presence of
aggressive feelings. Williams and Skoric (2005), after having participants watch
extremely violent video game content for extended durations, found that, when
controlling for gender and age, and in despite of prior research purporting a strong
correlation between violent video game play and real world aggressive cognitions, game
Vastag (2004) suggests that if video game playing is responsible for aggression
outside of contrived laboratory conditions, given the growth of the video game industry
during the last 10 years, a corollary would be matching increases in violence in American
society. However, such is not the case; violence has decreased steadily every year since
24
1995 (Bureau of Justice Statistics, 2006) while video game sales have increased steadily
While North American politicians regularly suggest that video games cause
violence in the real world, it is interesting to note that many of the violent games sold in
the United States are also sold in other countries. However, the prevalence of violence in
other countries in which violent video games are played is significantly less than in the
United States. In rebuttal of the video game-social violence correlation, Gee (2007)
writes that Japan is known to play more video games than North Americans play, yet
Japan experiences significantly less social violence than in the United States of America.
Jones (2003) writes that crime in the real world has not been influenced by video
games. Savage (2004) found no connection between violence in the media and violent
crime given the lack of a convincing academic study to suggest that a correlation exists
between viewing violence and committing acts of violence. Buerger (2006) believes that
research that attempts to draw some correlation between violence and video games
remains unverified. While current crime statistics suggest that violent crime
commissions have been reduced by nearly 50% for children aged 12-18, video game
playing has continued to proliferate to the point that it is now considered a mainstream
Freedman (2001) writes that no other social science subject other than the video
game violence causes aggression supposition suffers from such a paucity of research in
which researchers have been willing to reach such definitive and condemning
conclusions. Although the negative effects of video games have been written and
reviewed extensively, Gee (2007) suggests that the video game-violence correlation is
25
absurd when analyzed in light of the contextual factors that define our society. Instead of
identifying the root problems of poverty, poor parental supervision, lacking abilities to
deal with the daily stressors of life, low frustration thresholds, poor anger management
skills and generally positive dispositions to violence and aggressive actions it seems
of extended game play and obesity. Walsh, Gentile, Walsh, and Bennett (2006, p. 2)
found that “children who spend more time playing video games are heavier, and are more
when correlation exists. Perhaps children who are sedentary and inactive already find
video games a useful way to occupy their time between meals. Of course, obesity is a
far-reaching, widespread social problem with many contributing factors; poor diet, lack
variables. While the concern for childhood obesity is well-founded, given the attendant
dangers that accompany obesity such as early onset diabetes, the relationship of obesity
to playing video games may not be a matter of causation but only of correlation. Now,
however, such claims are completely uprooted with the advent of new physically
interactive games and game consoles. The Nintendo Wii, for example, is a recent
console platform that not only allows for physically interactivity between the player and
the medium, but requires the video game player to physically interact with a game to
successfully complete and further the medium. The appealing nature of this type of
26
interactivity in games allows for individuals who may have never thought of playing a
video game the opportunity to enhance skills, but to also maintain a desired fitness level.
Research concerning gender differences among video game players suggests that
males play more types of video games, play video games more often and for longer
durations and are more likely to identify with the gaming subculture than females
(Buchman & Funk, 1996; Colley & Comber, 2003; Gentile, Lynch, Linder, & Walsh,
2004). While narrative content analyses (Busch, 1995; Dietz, 1998; Jansz & Martis,
2003) have often been invoked to explain gender-based differences in video game
playing, there may be a socially generated expectation that females are less likely to be
While goal states and objectives most certainly permeate the virtual video game
world, the journey to achieve objectives seems to divide, in some cases, along gender
lines. Consequently, males and females may engage in play for profoundly different
reasons. Lucas and Sherry (2004) write that girls are of particular concern to social
researchers given their relative lack of video game playing experience and desire to
participate in video game play. Using questionnaires, Lucas and Sherry (2004)
experiences of young adults. Focusing on gender differences, the researchers found that
female players were less motivated by social interaction factors in game-playing than
men; that the challenge of the game was an important part of the experience for both
males and females and that competition was more important for males. Ching, Kafai, and
Marshall (2000) found that girls demonstrate a greater emphasis on the exchange of
27
information in video games, whereas boys tend to be more concerned with the
among males, Colwell, Grady, and Rhaiti (1995) found a positive correlation among
males between playing video games and a preference to friends need. However, males
also indicated that they were more likely to seek friends outside of school, thereby
negating a concern that video game usage tends to isolate individuals. Among females,
Colwell, Grady, and Rhaiti (1995) found that video games were negatively correlated
with self-reported levels of self-esteem and need gratification and the preference for
friends. Further, Funk and Buchman (1996) found that playing video games was
Peng, Liu, and Mou (2008) suggest that, because few studies involving
the moderating effects of personality and gender during game play manifest mixed
structures and gender in an effort to analyze the individualized and nuanced experiences
While Gibb, Bailey, Lambirth, and Wilson (1983) found no correlation between
male and female video game players and levels of self-esteem, social withdrawal, and
social isolation, they did find that females who have greater levels of video game playing
experiences have a higher achievement motivation than females with less video game
playing experiences.
28
Blumberg and Sokol (2004) write that girls’ strategies emphasize cooperation
among and collaboration between game players, while boys tend to emphasize
achieve desired goals. While the differing pursuits of boys and girls may require
different types of game scenarios, the results of game play in educational settings should
remain constant; to impart new skill sets, new abilities, and more meaningful
understandings of the world. Studying 2nd and 5th grade students’ cognitive processes
during video game play, Blumberg and Sokol (2004) sought to determine whether
cognitive differences during game play were attributable to gender. Although gender-
based differences were not found, Blumberg and Sokol (2004) found that older children
and children with more game playing experience utilized internal cognitive strategies to
solve game based challenges, regardless of gender. This finding suggests that, as
children mature, they become more experienced in game based strategies, and will
increasingly rely on their own faculties and on their own resources without needing the
assistance of others.
Michael (2005) writes that games have the power to teach, train, and educate as
they can bring different kinds of people together for a common goal; they, in short, can
build and reveal character. Gee (2005) writes that video games, when played with
thought, reflection and the kind of engagement that is required in the real world, are
actually good for the soul. Among the benefits that video game playing provides to
Self-Esteem
29
As a dimension of self-concept, self-esteem involves emotional reactions about
the self. The cognitive assessments that individuals make of their competence in specific
areas form their self-concept (Forney, Forney, and Crutsinger, 2005). During
adolescence, problems with self-concept are more serious and widespread (Rosenberg,
1985). One way individuals act to maintain their self-concept is through the “self-
interactions (Swann, 1983). Self-concept mirrors the perceptions, beliefs, and concepts
regarding the self; others’ perception of attributes associated with the self; and behavior
toward the self and others (Scheff, Retzinger, & Ryan, 1989).
pride in one’s self, whereas low self-esteem reflects feelings of low worth or shame
(Forney et al., 2005). Campbell, Rudich, and Sedikides (2002, p. 360) found self-esteem
conclusions about the personal success or failure of one’s own actions (Rosenberg,
judgment of one’s self-worth that reflects the value placed on the self as a person (Forney
30
et al., 2005). Specific self-esteem is an evaluation of one’s competency in a specific
domain (Harter, 1990). Harter (1990) found that specific self-esteem includes
scholastic acceptance and peer social acceptance by middle childhood, close friendship
and job competence by adolescence, and intellectual ability and relationships with parents
by college age.
himself or herself and what significant others (i.e., parents, peers) expect of that
the self-concept, and at the same time they play a role in the individual’s emotional
Self-Efficacy
First developed by Albert Bandura, the theory of self-efficacy (1977) has been
measured extensively in the social sciences to assess and investigate a myriad of clinical
problems including phobias, depression and addiction, and social skills deficiencies
(Pajares, 1997). Bandura (1977, 1982, 1997) defined self-efficacy as the levels of
confidence individuals have in their ability to execute courses of action or attain specific
Perceived self-efficacy refers to the set of beliefs individuals have regarding their
events affecting their lives (Bandura, 1994). Individual feelings, thoughts, motivations
and behaviors are all influenced by self-efficacy beliefs. People with increased levels of
31
perceived self-efficacy can positively affect their own world view while people with
decreased levels of perceived self-efficacy may have a diminished view of their abilities
accomplishments. Bandura (1994) notes that people with increased confidence in their
abilities to achieve a specific task tend to perceive difficult tasks as challenges rather than
threats. As such, specific challenging tasks may be perceived as opportunities for skill
Bandura (1994) writes that the most effective means of creating and maintaining a
emerge. Simple successes can create an expectation that successes should be easily
attained and thwart self-efficacy when failures occur. When individuals are able to
equipped to perceive failures as the inevitable result of sustained effort. Bandura (1994)
writes that individuals with heightened levels of perceived self-efficacy tend to attribute
failures to a lack of sustained effort, deficient knowledge and ill-equipped present skill-
sets which are attainable with increased effort. People with greater levels of self-efficacy
32
(1995, p. 11) notes that “such an efficacious outlook produces personal accomplishments,
reduces stress and lowers vulnerability to depression.” Further, beliefs about self-
efficacy have not escaped the field of education; research suggests that self-efficacy is
personal efficacy do not arise simply from the incantation of capability.” Self-efficacy is
not developed or supported through the mere belief that one is able to perform a given
However, well-established efficacy beliefs are more likely to remain strong regardless of
whether challenging tasks are to be performed or not (Bandura, 1997). Proficient task
including skills for task demand diagnoses, constructions and evaluations of viable
2006).
Delcourt, and Powers (1994, p. 747) write that “Self-efficacy reflects an individual’s
outcome and it’s thought to directly impact the choice to engage in a task, as well as the
effort that will be expended and the persistence that will be exhibited.” As a corollary,
people exhibiting relatively low levels of self-efficacy, are less likely to engage in a given
33
task due, in part, to decrease levels of confidence to perform such a task competently.
Bandura (1997) argues that people who are not confident in their own abilities to
successfully complete a given task are more likely to avoid such tasks because they are
perceived as personal threats to their own capabilities, perhaps over a broad range of
capabilities.
Individuals with relatively low self-efficacy, Bandura (1997) suggests, are more
likely to avoid endeavors that may be perceived as a threat to their ability to complete a
given task. Individuals who doubt their own capabilities, in contrast, tend to avoid
difficult tasks or endeavors, perhaps because failures can be perceived as personal threats
upon their self-efficacy. Individuals with low self-efficacy tend to have lowered
aspirations and decreased commitment goals (Bandura, 1997). Such individuals, faced
with difficult tasks, tend to emphasize their personal shortcomings and identify both the
perceived obstacles and potential undesirable outcomes in task completions rather than
on how to actually complete a given task successfully. This, in turn, can foster both a
decreased and early cessation of expended effort. Consequently, the predicted and
anticipated failure serves to reinforce personal self efficacy, thereby justifying task
avoidance. Bandura (1997, p. 11) writes that because such individuals “view insufficient
performance as deficient aptitude it does not require much failure for them to lose faith in
their capabilities. They fall easy victim to stress and depression.” Successes can serve to
bolster and reinforce belief in an individual’s personal efficacy. However, failures can
serve to reinforce decreased personal efficacy, particularly when personal efficacy has
34
When people experience easily attained successes, Bandura (1994) notes, quick
significant obstacles through perseverance can lead to a resilient sense of self efficacy. In
this way, failures and obstacles have a utility; individuals with a heightened sense of
sense of self-efficacy are more likely to engage in difficult tasks, despite significant
social models (Bandura, 1994). Witnessing attained successes from the sustained effort
of others can increase belief in one’s own ability to successfully complete similar
endeavors. Similarly, observing the failure of others, despite significant exertion and
effort, can decrease perceived self-efficacy. It is important to note that vicarious self-
efficacy depends on a perceived similarity to the social model, however (Bandura, 1994).
vicarious self-efficacy with the social model. Bandura (1986) suggests that competent
social models are able to not only convey knowledge to vicarious learners, but also teach
and demands, thereby allowing heightened levels of perceived self-efficacy through the
Persuading an individual that they possess the requisite skills sets and abilities to
individual is convinced or persuaded that they, too, possess the requisite skills necessary
Bandura (1986), to exert greater effort to achieve success, as well as sustain the exertion
35
of effort, in the endeavor to achieve desired successes. Encouragement, supportive
one’s personal abilities may soon flounder in the face of failed attempts and poor
performances. Bandura (1994) argues that this failed attempt is more desirable than
activities that not only inhibit motivation to exert effort, but also creates a behavioral
Further, Bandura (1994) argues that somatic and emotional states have the ability
tension can inhibit performances; people measure their ability to successfully complete a
task requiring some element of ability or stamina against fatigue or mental and emotional
states. Further, personal efficacy is influenced by mood states; positive moods tend to
enhance perceived self-efficacy while negative moods tend to decrease perceived self-
efficacy may result from reducing levels of stress, thereby altering the perceived negative
Locus of Control
believes that such reinforcements are not necessarily contingent upon behaviors or
36
actions, but instead partially attributable to external influences such luck, chance or
Suggesting that individuals with relatively high levels of internal locus of control
more acutely perceive environmental cues that can influence future actions and
behaviors, Rotter (1966) argues that such individuals are more capable of influencing and
Further, individuals with high levels of internal locus of control tend to value to a greater
degree the personal skill sets and individual achievements that maintain and value
autonomy over of conformity. Smith (1989) found that locus of control measures were
anxious students who received coping skills via a training program, but did find that self-
Lam and Mizerski (2005) note that locus of control involves an individually-
significantly in the amount and type of control believed responsible for consequences and
effects in life (Lam & Mizerski, 2005; Boone, De Brabander, and van Witteloostuijn
,1996). Individuals with higher levels of internal locus of controls believe that influence
personal influences can have a significant effect over life outcomes. Consequently,
individuals with relatively high levels of externally-based locus of control believe that
external influences affect, to a great degree, life outcomes. Such individuals believe that
factors such as fate, luck and destiny are mainly responsible for the effects and
37
consequences in life (Koo, 2009). Schultz and Schultz (2005) note that, while significant
differences have not been found concerning locus of control measures in the United
States among adults, there may be specific gender-based differences present for
Corno (1993) found that individuals with heightened levels of external locus of
controls rather than internal locus of controls believe it more difficult to ignore
extraneous noises, stimuli and other distractions while working and feel less in control of
locus of controls should cope more efficiently with extraneous noises, stimuli and
relationships between human behaviors, the environment, and social interactions among
people. Social Cognitive Theory is the primary theoretical framework for understanding
behaviors, abilities, intrinsic motivations, and environmental influences. Liu and Larose
(2008) write that self-efficacy and outcome expectations are essential and necessary
38
circumstances self-regulatory processes become disengaged from conduct. “In the social
learning analysis,” Bandura (1983, p. 31) wrote, “moral people perform culpable acts
through processes that disengage evaluative self-reactions for such conduct.” This
disengagement can explain what takes place in impulsive acts of violence. As described
by Berkowitz (1983) and Zillmann (1983), high levels of emotional arousal take our
Initially termed "social learning theory," Albert Bandura’s social cognitive theory
suggests that knowledge and competencies are gender specific, which foster gender-
based behaviors as well as standards of gender-based evaluations of the self that create
belief systems about self-efficacy (Bussey & Bandura, 1999). Bandura’s Social
(Bandura, 1986). Social Cognitive Theory suggests that individuals learn and behave in
different and varied forms given the unique interactions between the environment,
biological events, and such personal characteristics as cognitive, affective and biological
factors. Each of these characteristics not only determines an individual’s actions, but also
According to social learning theory (Bandura, 1983) and social cognition theory
(Bandura, 1986), individuals are able to exercise considerable cognitive control over their
individuals to transcend the present and think about the future as well as the past. This
conceptual thinking ability allows people to guide their own behavior by thinking about
possible outcomes. However, circumstances can weaken cognitive control and facilitate
39
impulsive actions. Under certain conditions, the individual’s actions are directed more by
external stimuli than by cognitive self-regulatory mechanisms (Bartol & Bartol, 2005).
when that individual’s connections to the conventional order or normative standards are
weak or largely nonexistent (Bartol & Bartol, 2005, p. 4). When this occurs, the
an innate tendency that must be controlled by society (Bartol & Bartol, 2005). Akers
(1973) suggests that criminal behavior is a learned response via operant conditioning and
imitation or modeling of others. Such modeling and imitation is the foundation for social
learning theory.
Teng (2008) notes that personal successes are associated with conscientiousness;
strong motivation to learn through careful observation and critical analysis, which, in
turn, facilitates greater mastery of present skills and supports greater acquisition of new
skills. New knowledge is gained through the systematic and efficient utilization of
critical analysis and genuine interest in new information. Teng (2008) argues that such
reinforces the desire to want to achieve more successes and can bolster levels of self-
efficacy.
Conclusion
40
While research on the effects of video game play may seem contradictory, it is
important to realize that computer and video game playing should be undertaken in
moderation, as with most things. While video games can most certainly create problems,
have deleterious effects, and may even become addicting, so too could be said of food,
sex, and exercise; though each is a need for the body to thrive, there are limits to healthy
pursuits. While too much game play may be correlated with obesity and poor academic
achievement, so, too, could be said of poor diet. Video games are not the anathema some
researchers have proclaimed them to be. However, video games are also not the panacea
that many wish they were. Instead, it would appear that, given the relative paucity of
information regarding the long-term effects of video game playing in children and adults,
more research is needed to fill the gaps in the literature and to bridge the chasm between
lifelong learners, should be more on the attainment and maintenance of sound data, using
students, our children, and our labor force to excel in the changing business climate.
41
CHAPTER 3. METHODOLOGY
Introduction
The purpose of the present study was to investigate the relationship between video
game playing and self-esteem and self-efficacy measures among online university
learners. The inclusion of online university learners for the purpose of this research is
based on the observation that online university learners, regardless of gender, have a
requirements of online coursework (Klimmt & Hartmann, 2006). This allowed the
researcher to focus on the effects that video game playing experiences have on
individuals without having to account for the effects that lacking basic technological
skills may have on the research findings. With the data obtained from the administration
of the RSE and GSE, correlations between playing different genres of video games,
gender and levels of reported self-esteem and self-efficacy were analyzed. The results
from the data obtained from the administration of the RSES and GSE surveys was
genres of video games. The independent variable for this study is playing different
genres of video games. The dependent variables for this study are self-esteem and self-
efficacy measures. The sample selected for this research included online university
42
This quantitative research utilized a one-group survey design (Cook & Campbell,
1979; Davis, 2001). Creswell (2003, p. 153) writes that "a survey design provides a
studying a sample of that population." It was expected that the data collected would
self-esteem, reported levels of self-efficacy as measured by the RSES, the GSE and
Research Questions
Research Question 1
video games and levels of reported self-esteem as measured by the RSES among online
university learners?
Ho 1 Null:
of video games and reported self-esteem as measured by the RSES among online
university learners.
Ho 1 Alternative:
video games and reported self-esteem as measured by the RSES among online university
learners.
Research Question 2
43
Are there statistically significant correlations between playing specific genres of
video games and levels of reported self-efficacy as measured by the GSE among online
university learners?
Ho 2 Null:
of video games and reported self-efficacy as measured by the GSE among online
university learners.
Ho 2 Alternative:
video games and reported self-efficacy as measured by the GSE among online university
learners.
Methodology
The utilization of a quantitative survey research design was chosen to discern and
analyze correlations between playing different genres of video games and reported levels
of self-esteem and self-efficacy. It was expected that the research participants would find
the research survey instruments easy to read and understand. The research participants
were expected to be able to complete all three survey instruments within 15 minutes as
the surveys contained Likert scale responses. The research participants did not receive
nor were they exposed to any information that would prejudice or influence their
responses to the RSE and the GSE (Devoid, 2006). The research method protected the
The primary goals of this study were to determine if a statistically significant correlation
exists between playing different genres of video games and self-reported levels of self-
44
esteem utilizing the RSE and reported levels of self-efficacy utilizing the GSE.
Participation in the research study was voluntary and research participants may have
earned participation points through the Zoomerang.com site for participating in the study.
The study was conducted during the middle of the university term to avoid potential
According to the most recent published data, there are approximately 25,000
students attending the selected university. The survey instruments were administered
online to 1,000 online university students, given that a desired 50% response rate was
25,000 students attending the online university, a desired response distribution of 50%, a
confidence interval of 5 and a confidence level of 95%, the target sample size is 379.
The desired 1,000 student count allowed for statistically significant data to be collected
given the effects of attrition throughout the data collection process. The model of the
sample size (n) and the margin of error (E) is such that:
x = Z(c/100)2r(100-r)
n = N x/((N-1)E2 + x)
E = Sqrt[(N – n)x/n(N-1)]
Access to the survey instruments through the Zoomerang.com site lasted for two
weeks to allow for the scheduling flexibility of students. Respondent identifiers were not
be collected or sought. Data was analyzed using the IBM’s SPSS statistical analysis
software.
45
A correlational design was used to measure the significance of relationships
among video game playing preferences and reported levels of self-esteem and self-
efficacy as measured by the RSES and GSE, respectively. Data was collected using the
Video Game Survey, The RSES and The GSE. Each of the research questions for this
study has one independent variable and one dependent variable (Leedy & Ormrod, 2005).
the degree and significance of relationships among video game playing, self-esteem, and
self-efficacy measures. Leedy and Ormond (2005) write that a Pearson r is widely used
This study utilized a quantitative research design and used a one-group only
survey method to acquire data. The survey, including the RSES and the GRE was
website, Zoomerang.com. The solicitation for research participation was e-mailed to the
target population consisting of 1,000 randomly chosen students, including both graduate
approximately 25,000 students, along with an explanation of the research goals and a
information. The responses from the survey, void of any identifying information, were
immediately available to the researcher and were analyzed from the Zoomerang.com
data. Several solicitations to participate in the research were needed to gather a desired
response rate of 500 completed surveys from a targeted pool of 1,000 learners chosen
46
randomly. The solicitation e-mail sent to learners at the university was randomized and
anonymous as the survey was administered using a list provided by the online university
Sampling
target population consisting of 1,000 learners was needed (Babbie, 2004; Isaac &
Michael, 1995). Accounting for possible attrition during the data collection process, a
given population of 25,000 students attending the online university, a desired response
distribution of 50%, a confidence interval of 5.0 and a confidence level of 95%, the target
sample size is 379. Therefore, the 1,000 student goal provided the researcher with
statistically significant response rates for this research. It was assumed that
administrative personnel at the chosen online university would agree to assist the
researcher distribute the solicitation email to adult learners at the online university given
an appropriate and non-identifying format for the email list (CSV). It was assumed that
the cost for distributing the solicitation will be negligible or minimal. The solicitation
email sent to potential research participants provided a background of the study, the goals
Instrumentation
algorithms to identify which online learners were invited to participate in this study. The
random sample was generated from a list of online learners who were currently registered
at the online university and attending any course pursuing a degree either in an
47
undergraduate or graduate program in any of the four schools at the university. The list
was then provided to the researcher in comma-separated value format, thereby protecting
The independent variable for this study is playing different genres of video
games. The dependent variables for this study were measured utilizing The Rosenberg
Self-Esteem Scale (RSES), and The General Self-Efficacy Scale (GSE), specifically, the
RSES and GSE have documented and confirmed reliability and validity. The RSES and
GSE all contain Likert-item measures and were utilized for this quantitative research
given statements. Anderson, Sweeney, Utts, Williams and Simon (2001) note that Likert
scales are highly reliable given the ability to order participant responses to specific
perceptions.
The RSES is the most widely used instrument in the social sciences to measure
levels of self-esteem (Blascovich & Tomaka, 1991). The use of the RSES is prevalent in
the social sciences due, in part, to its low cost and short time to administer and complete
items on a 4-point Likert scale, with responses ranging from strongly agree to strongly
The research participants were asked to identify the degree to which they agree or
disagree with each statement on the RSES. The RSES contains items that represent a
48
individuals with low self-esteem to statements that are supported by individuals with high
self-esteem. Responses are summed to generate scores from 10 to 40, with higher scores
Rosenberg (1989) found that the RSES produced a coefficient alpha of .77 and
test-retest reliabilities ranging from .73 to .85. However, Blascovich and Tomaka (1993)
found that the RSES has higher reliability given that test-retest correlations are typically
in the range of .82 to .88, with Cronbach’s alpha for various samples in the range of .77
to .88. Silbert and Tippett (1965) found a two week test-rest reliability measure of .85 for
the RSES. Shahani, Dipboye, and Phillips (1990) found a .80 reliability score for the
RSES. Kelly (1955) found a Pearson rs convergent validity of .67 with The Kelly
Repertory Test. Heath (1965) found a convergent validity with the Health Self-Image
Questionnaire of .83. Negatively stated items (e.g., “At times I think I am no good at
all.”) were reverse coded. Specifically, scores were assigned a value to each of the ten
Agree = 2, Disagree = 3, and Strongly Disagree = 4. The scale ranges from 0-40, with 40
perceived self-efficacy to predict coping with daily stressors and to measure the ability to
adapt after experiencing different life stressors. The GSE was designed to measure self-
efficacy which Schwarzer and Jerusalem (1995) define as the belief that an individual’s
actions are responsible for successful outcomes. Schwarzer (1992) writes that the
49
construct of perceived self-efficacy reflects an optimistic self-belief in one’s self. Such
that perceived self-efficacy fosters the setting of goals, the investment of effort and the
persistence in the face of adversity. The GSE is designed to gauge the perceived self-
efficacy construct as each item on the scale is related to successful coping mechanisms.
This one-dimensional scale has a Cronbach alpha ranging from .76 to .90 (Schwarzer,
1992). Schwarzer (1992) observes that the GSE has documented criterion-related
validity given the positive coefficients with positive emotions and dispositional
optimism. Also, negative coefficients were found with depression, anxiety, stress and
health-related factors. However, the GSE does not measure specific behavioral-related
The 1-4 scaled score Likert-item GSE indicates stronger self-efficacy beliefs for
higher scores and decreased self-efficacy beliefs for lower scores. The GSE, having only
one global dimension (Leganger et al., 2000; Scholz et al., 2002), has demonstrated
consistently high reliability and validity from subsequent researchers (Leganger et al.,
2000; Schwarzer, Mueller, & Greenglass 1999). Rimm and Jerusalem (1999) and
Luszczynska et al. (2005) report Cronbach alpha ranges from 0.75 to 0.94 for the GSE.
Correlations with other self-efficacy instruments (general self-efficacy and social self-
efficacy) were consistently high. The instruments were responsive to change across time
with effect sizes of 0.46 for SE-ICD, and 0.26 for OE-ICD leading Dougherty, Johnston,
50
and Thompson (2007) to conclude that the GSE was a reliable, valid, and responsive
Juárez and Contreras (2008) found that the GSE showed a high internal consistency
(Cronbach’s alpha value of .83). Convergent and discriminant validity of the GSE were
evaluated; positive correlations were obtained with efficacy, confidence, self-concept and
emotional stability while negative correlations were obtained with anxiety. Through
exploratory and confirmatory factor analysis, the unidimensional structure of the scale
was validated.
Yun and Trumbo (2000) note that online assessment tools have the ability to
provide several distinct advantages over other forms of assessment methods, including
lower cost compared to other data collection methods, a supportive, possibly more
intuitive environment for the actual development of a given instrument, the inclusion of
an electronic data collection process that may facilitate higher response rates from
research participants as well as support for the data collection process given the ability to
download the results of the administered surveys at any time from the online assessment
website’s servers, thereby eliminating manual data entry. Tse (1998) identified several
decreased costs, elimination of time consuming and tedious postal mail processes, faster
transmission rate and respondents increased participation given the relative ease with
Web-based surveys are now a well-accepted marketing tool and have become the
most utilized and successful form of internet-based research due to their relatively low
51
expense, increased speed and convenience to a global pool of participants (Grandcolas,
Rettie, & Marusenko, 2003). However, as Chrisnall (2001) suggests, it is vital that
and confidentiality, and have access to guidance for precisely worded surveys. Comley
(2002) suggests that respondents are more likely to provide truthful and honest answers
The email solicitations for research participation were sent to learners at the
university during midterm to avoid the potential pressures experienced by learners during
end of term assessments, deadlines and assignments. Using a bulk email list provided by
the online university, the researcher sent a letter to 1,000 learners attending the university
inviting each individual to participate in the study. A link to the online surveys located at
Zoomerang.com is provided so that interested university learners can quickly and easily
participate in the study. The surveys provided for learners to complete included the
RSES and the GSE instruments. Each question on the survey contains one and only one
answer choice.
The researcher adhered to the online school IRB process and included an
informed consent release with the solicitation email provided to prospective research
participants. Potential research participants had 30 days to complete the survey in full.
As a courtesy, as well as to improve research results and to reduce the potential attrition
of research participants, three reminders were sent out; each one week after the initial
Zoomerang.com were prompted to return to the survey section to complete the missing
52
portion. Upon successful completion of the online survey, the research participants were
prompted to click on a web page radio button to electronically submit the results of the
survey to the researcher. Once a survey was completed successfully, the participant
received a message indicating that they had completed the survey with a “thank you”
display message for participating in the study. Incomplete surveys were not included and
individuals failing to correctly complete the surveys were eliminated from inclusion in
the study. The demographic information requested included age, gender and length of
video game playing experience. The identity of research participants was not sought or
collected. The researcher did not have any contact information other than the comma
space value email list provided by the online university, thereby avoiding invasion of
privacy concerns.
Data obtained from responses to the online surveys were imported into SPSS.
The researcher then coded the data obtained from the administration of the demographic
portion of the survey, distinguishing variables such as age, gender, and reported
experiences with video game playing. The researcher created a frequency table for each
question on the survey, and data was then analyzed using Pearson’s r bivariate
corelational analyses, which generated summated factors which were analyzed for
game play.
Limitations of Methodology
generalizability of the population sampled to the larger population of video game players.
53
While the sample population was drawn from a single university, this limitation was
minimized by surveying both undergraduate and graduate students from each of the four
schools at the online university. While the sample population were from only one
university, this research mitigated this limitation by incorporating online learners from all
four schools at the chosen online university: human services, education, business, and
undergraduate studies. This allowed for several disciplines, perspectives, and levels of
However, a limitation exists given the possibility that online learners were not
higher education.
Another limitation of this research was the potential that the research participants
willing to complete the online surveys represented only a small pool of potential
respondents. This limitation was mitigated by identifying the importance and need for
limitation of this survey research was the concern for privacy among research
large sample to draw from. This limitation should was minimized with both the
administration of internet-based surveys and the ease with which many students from the
selected online university were invited as research participants using email invitations.
54
Expected Findings and Ethical Issues
Among the expected findings from analysis of the collected data include a
statistically significant, positive correlation between playing video games and reported
individuals who are already in a technologically intensive educational program are more
likely to engage in technological forms of entertainment. However, the findings from the
collection of data from this research study might prove this hypothesis false.
Ethical issues were expected to be minimal given that the research participants
gave their consent to participate in the research study. The questionnaires in the survey
do not contain items that may be considered influential or biased toward answering in any
certain way. The entire survey did not take longer than 15-20 minutes to complete and
the results were entered into the Zoomerang.com server immediately. The surveys do not
suggest, imply or impart judgment or condemnation for any questionnaire answer choice.
Complete anonymity was assured given the nature of the provided emails from the
selected online university and answering the survey provided no identifying information
to the researcher.
55
CHAPTER 4. DATA COLLECTION AND ANALYSIS
Introduction
foundation for the literature review in Chapter 2. Chapter 2 reviewed and synthesized the
supporting and conflicting research pertaining to video game research and provided the
framework for the issues and variables under investigation. Chapter 3 described the
issues and variables utilized in this investigation to answer the research questions.
Chapter 3 also provided the rationale for the proposed data collection procedures, the
selection of the instruments used in the survey, as well as the statistical analysis
The purpose of this study was to examine the relationship between playing
different genres of video games and self-reported levels of self-esteem and self-efficacy
provide a description of the sample population investigated, to present the results of the
survey data and discuss the hypotheses as they relate to the data obtained. Chapter 4 will
explain how the raw data were prepared and report the results of the statistical analysis
about how the statistical data were interpreted and evaluated is provided in the Details of
Research Questions
56
Research Question 1
Ho 1 Null:
Ho 1 Alternative:
Research Question 2
Ho 2 Null:
Ho 2 Alternative:
Summary of Methodology
game playing experiences and preferences involved the use of three quantitative surveys;
the Rosenberg Self-Esteem Scale (RSES), the General Self-Efficacy Scale (GSE), and the
57
students from the selected university via individual .edu email addresses, one hundred
and twenty-five online surveys were completed using the Zoomerang survey website
between March, 2011 and April, 2011. Two reminder notices were sent two weeks apart
In order to operationalize the goals of this study, a 48-item survey was sent to
1,000 students at the selected university via .edu email correspondence. A total of 125
individuals completed the survey. Of these 125 completed surveys, 114 survey
respondents indicated that they had played a video game at least once in their lives. The
results of the survey, coding procedures and a detailed description of both how the results
were formulated and operationalized for statistical analysis using SPSS, as well as the
overall descriptive statistics, correlations and multiple regression analyses the collected
RSES responses
responded to 10 multiple choice items and rated their current thoughts and feelings
regarding the self on a scale from 1 (strongly disagree) to 4 (strongly agree) such that
lower numbers indicate lower self-esteem and higher numbers indicate higher self-
General Self-Efficacy
responded to 10 multiple choice items and rated their current thoughts and feelings
agree) such that lower numbers indicate lower perceived self-efficacy and higher
58
numbers indicate higher perceived self-efficacy. Negatively stated items were reverse
coded.
Video game usage was measured using the Video Game Questionnaire (Appendix
A). Participants responded to 22 multiple choice items and rated their past and current
video game use, video game preferences and video game playing habits.
Descriptive Statistics
To better understand the main characteristics of the variables in this study, as well
as to identify patterns and specific trends from the collected and coded data, descriptive
dispersion of the data in relation to the primary research questions. Cohen (1988) notes
that bivariate correlations are used to determine the presence and degree of
allows the researcher to identify statistically significant correlations between and among
variables, given a threshold of confidence, typically at the p. > .05 level. In statistical
significance testing, the p-value is the probability of obtaining a test statistic at least as
extreme as the one that was actually observed, assuming that the null hypothesis is true.
One often “rejects the null hypothesis” when the p-value is less than the significance
level α (Greek alpha), which is often 0.05 or 0.01. When the null hypothesis is rejected,
Gay and Airasian (2005) observe that bivariate correlations, commonly referred to
59
to quantify the strength of linear dependence between two variables. To achieve the
goals of this research and identify which personality variables are and are not correlated
with playing different types of video games, Pearson Product Moment Correlation were
first used to determine significant correlations among coded variables and was selected as
the most appropriate statistical tool for this study. Pearson Product Moment Correlation,
to gauge relations among variables by allowing the researcher to determine the degree to
which two variables are linearly related. Pearson’s correlation indicates the degree of
means that there is a perfect positive linear relationship between variables, whereas a
variables.
Coding
For this study, Pearson-r correlation’s were used to analyze the survey data as
well as create a set of results from the raw survey data obtained. The raw data collected
from the administered surveys consisted of numerical data from lickert-style response
sets. This raw data, in turn, was then imported into SPSS. To convert the raw data into
manageable and recognizable data in SPSS, the numerical data were dummy-coded and
labeled.
and dependent variables, either nominal or ordinal, were dichotomized and dummy coded
with numerical values and labeled accordingly. This provided the ability to discern a set
60
variables from the numerical raw data. Further, the variables required dichotomization
and dummy coding as this lessens the number of independent variables to be measured,
thereby minimizing the effects of a smaller sample population; the more independent
variables within a Pearson’s-r correlational analysis, the greater the degrees of separation
between variables exist that, in turn, require larger sample sizes for statistical
significance.
categorized from under 16 years of age, 16-20 years of age, 21-25 years of age, and so
on. For this age variable, the ranges in ages were encapsulated into exclusive,
age,” 3 = “21-25 years of age.” By dichotomizing and dummy coding the variables into
nominal and ordinal variable sets, a reliable method of correlational data analysis could
school-affiliated (.edu) email accounts; 125 students completed the online survey. The
respondent population consisted of 28.8% male (N = 36) and 71.2% female (N = 89).
The median age reported by participants was between 41 and 45 years old, with 61.6% (N
= 77) respondents between the ages of 31 and 50 years old. The ethnic composition of
the survey respondents, though inclusive of several different ethnic categories, was
primarily distributed between two ethnicities: 59.2% (N = 74) white, not of Hispanic
61
indicated either “some graduate study/currently enrolled in a graduate program” or
“master’s degree.”
After importing the data from Microsoft Excel into SPSS, frequencies and
distributions for dependent and independent variables were screened for data errors. Data
errors were not detected. The data screening process then involved investigating the
collected surveys for missing data. All survey respondents (N = 125) completed the
surveys without missing data. Hence, no survey respondent was eliminated due solely to
missing data. Outliers were then analyzed in the data prior to data analysis. The research
participant’s data were dummy coded and standardized, resulting in z scores, which were
then analyzed for significant outliers. Analysis of the z scores indicated no significant
Of the 125 survey respondents, 91.2% (N = 114) answered “yes” to the question
“have you ever played a video game?” For the purposes of this research, individuals who
indicated that they had never before played a video game 8.8% (N = 11), were not
included in the correlational analysis section about video game playing behaviors. Thus,
a total of 114 survey respondents were included in the correlational analysis pertaining to
In response to the question “How many days in a week do you typically play
video games?” a total of 59.6% (N = 68) respondents indicated that they do not play a
video game at least once a week. However, 5.3% (N = 6) stated that they play once a
62
week, 4.4% (N = 5) stated twice per week, 5.3% (N = 6) stated two times per week, 6.1%
(N = 7) stated three times per week, 6.1% (N = 7) stated four times per week, 6.1% (N =
7) stated five times per week, 3.5% (N = 4) stated six times per week, while 9.6% (N =
11) stated that they play video games every day. Among those individuals who stated
that they play video games less than once per week, 29.8% (N = 34) indicate that they
play less than once per month, while 6.1% (N = 7) play once a month, 12.3% (N = 14)
play twice a month and 11.4% (N = 13) play video games three times a month.
When asked about the length of time spent playing a video game during a typical
session, the overwhelming majority of respondents (93%, N = 106) stated that they
played less than two hours per session. While 16.9% (N = 19) stated that a typical
playing session lasts less than 15 minutes, 36.8% (N = 42) play more than 15 minutes,
but less than one hour/session. However, the greatest percentage (39.5%, N = 45) state
that they typically play video games between 1 and 2 hours in duration/session. Further,
3.5% (N = 4) of survey respondents stated that they typically play between 2 to 4 hours,
Summary of Results
Data for Research Questions 1 and 2 were analyzed using Pearson’s bivariate
variables) and the criterion variables (dependent variables). The associated hypotheses
with the research questions stated that there would be statistically significant correlations
between the predictor variables (genres of video games) and the criterion variables (levels
of self-esteem and self-efficacy). For the researcher to reject the null hypothesis, the
63
correlations must be statistically significant at the p < .05 level. This section includes a
brief summary of the results for each research question and a discussion of whether the
researcher was able to reject the null hypothesis associated with the attendant research
questions.
revealed that playing Action RPG video games was negatively related (r = -.259, p < .01)
to the RSES measure “I am able to do things as well as most other people.” Playing
Casino video games was negatively related (r = -.189, p < .01) to the RSES measure “I
take a positive attitude toward myself.” However, playing educational video games was
found to be positively correlated (r = .185, p < .05) with the RSES statement “I certainly
feel useless at times.” Playing Strategy RPG video games was negatively related (r = -
.189, p < .05) to the RSES measure “I am able to do things as well as most other people.”
These results indicate that playing different genres of video games, specifically Action
RPG, Casino, Educational and Strategy RPG games are correlated with decreased levels
revealed that playing Party video games was negatively related (r = -.305, p < .01) to the
GSE measure “I can always manage to solve difficult problems if I try hard enough.”
Playing Party video games was positively correlated (r = .236, p < .05) to the GSE
measure “If I am in trouble, I can rarely think of a solution.” Playing RPG video games
was found to be positively correlated (r = .189, p < .05) with the GSE statement “Thanks
video games was positively correlated (r = .190, p < .05) with the GSE statement “I am
64
confident that I could deal efficiently with unexpected events.” Also, strategy video game
playing was positively correlated (r = .212, p < .05) with the GSE statement “When I am
confronted with a problem, I can usually find several solutions.” However, playing
strategy video games was negatively correlated (r = -.198, p < .05) with the GSE
statement “If I am in trouble, I can rarely think of a solution.” These results indicate that
playing different genres of video games, specifically Party games, RPG games, and
Strategy games are correlated with both heightened and diminished levels of decreased
Non-significant correlations
It should be noted that while this study identified several statistically significant
correlations, both positive and negative, between the RSES/GSE and reported play of
video games, there were other non-statistically significant correlations identified by the
collected data. The data did not reveal a statistically significant relationship between the
RSES/GSE and reported video game play between many of the variables. The data
revealed that gender, ethnicity, educational attainment and personal income were not
correlated with self-esteem and self-efficacy, allowing the researcher to reject the null
hypothesis, most video game preferences were not significant predictors to reported
levels of self esteem and self efficacy as measured by the RSES and GSE.
Taken together, the data suggests that playing particular genres of video games,
specifically action RPG games, Casino games, Educational games, Strategy RPG games,
Party games, RPG games, and Strategy games may be associated with both positive and
65
negative levels of self-esteem and self-efficacy measures. Further research should
analyze the effects that personality types have on the correlation between video game
play and levels of self-esteem and self-efficacy; whether people who possess increased or
decreased levels of self-esteem and self-efficacy are drawn to particular types of video
games or, conversely, whether playing particular genres of video games promote or
The null association between the RSES/GSE and reported video game play
suggests that other factors may be responsible for reported self-esteem and self-efficacy
measures. Further research should identify specifically, and to what extent, video game
Conclusion
The purpose of this study was to investigate the relationships between playing
different genres of video games and self-reported levels of self-esteem and self-efficacy
The data showed statistically significant correlations, both positive and negative
between the predictor (independent) variables and the criterion (dependent) variables.
Specifically, analyzing the relationship between self-esteem and self-efficacy and video
game playing experiences and preferences involved the use of three quantitative surveys;
the Rosenberg Self-Esteem Scale (RSES), the General Self-Efficacy Scale (GSE), and the
Video Game Questionnaire. The data indicated that playing different types of video
games was a statistically significant predictor of both positive and negative correlations
66
Consequently, the researcher was able to reject the null hypotheses for both
genres of video games and resultant self-esteem and self-efficacy measures may provide
67
CHAPTER 5. CONCLUSIONS AND RECOMMENDATIONS
Introduction
The purpose of this chapter is to discuss the research findings of this study, to
provide an interpretation of the data results, and to suggest recommendations for future
research. This chapter begins with an overview of the previous chapters. This overview
is then followed by a summary of the results as well as a discussion of the findings for
this research. The next section is a discussion of the conclusions. Limitations to the
present study are identified and recommendations for future research are suggested. A
relationships between self-reported video game playing preferences, self-esteem and self-
game playing preferences were categorized by video game genres and correlated with
organizational goals and individual impacts. It described the prevalence and growth of
the video game industry as well as a description of the demographics of video game
players. It explained the different impacts of video game playing including educational,
the therapeutic and educational benefits of video game play among differing segments of
68
society as well as the cathartic benefits of playing video games. Conversely, a discussion
of the negative social impacts of video game playing were discussed including increases
in aggressive tendencies (Peng, Liu, & Mou, 2008, Bushman & Anderson, 2002). It also
included a discussion of gender differences in video game play and the increases found
among female’s playing video games as well as the differing reasons males and females
engage in playing video games. An introduction to the impacts and causes of self-
esteem, self-efficacy and locus of control variables were provided as well as a discussion
regarding the influences Social Cognitive Theory has on these psychometric domains.
Chapter 2 included a review of the literature concerning video game play, self-
esteem and self-efficacy. The purpose of the literature review was to identify and
analyze the existing research concerning video game playing effects, self-esteem, self-
efficacy, and locus of control, gender differences in video game playing. It identified the
existing body of knowledge to support the hypotheses of the present study. A review of
the literature found that video game playing preferences have not been studied in
conjunction with psychometric measures such as self-esteem and self-efficacy and that
types of video games and self-esteem or self-efficacy measures. Chapter 2 also identified
methodology used in the study. The research method chosen for this study involved a
quantitative correlational research design to analyze the data for the two primary research
questions in this study. The statistical analyses involved in this study included frequency
69
distributions, regression analysis, means and standard deviations, and Pearson r bivariate
correlations. Chapter 3 identified potential concerns and issues with validity of the
testing instruments, restated the research questions and hypotheses, and discussed data
collection methods and arrangements for data storage and security. Chapter 3 also
discussed the population studied as well as the formula’s utilized to determine how many
study participants were needed to achieve statistical significance for this research.
sample population investigated and presented the results of the survey data as well as
discussed the hypotheses as they related to the data collected. It explained how the raw
data were prepared, including data importing methods and data coding, and how missing
data and statistical outliers were addressed during data collection and clean up
procedures. It also discussed the various descriptive and inferential statistical analyses
utilized to analyze the collected data and how these data were used to test the stated
Chapter 5 provides a discussion of the results of the study. It also discusses the
practical implications of the study and a discussion of the limitations of the study is
provided. Chapter 5 also provides recommendations for future research as well as final
This study had two research questions. The research questions were formulated
to analyze the presence and extent of relationships between playing specific genres of
video games and levels of self-esteem and self-efficacy as measured by the RSES and the
GSE, respectively. Specifically, it was hypothesized that certain genres of video game
70
playing would be positively correlated with increased measures of reported levels of self-
esteem and self-efficacy. Limited support for these hypotheses were found, enabling the
researcher to reject the null-hypothesis associated with the two research questions. The
Data for Research Questions 1 and 2 were analyzed using Pearson’s bivariate
variables) and the criterion variables (dependent variables). The associated hypotheses
with the research questions stated that there would be statistically significant correlations
between the predictor variables (genres of video games) and the criterion variables (levels
of self-esteem and self-efficacy). For the researcher to reject the null hypothesis, the
correlations must be statistically significant at the p < .05 level. This section includes a
brief summary of the results for each research question and a discussion of whether the
researcher was able to reject the null hypothesis associated with the attendant research
questions.
Hypothesis 1
video games and levels of self-esteem. Both positive and negative correlations were
found between playing certain types of video games and reported levels of self-esteem.
Thus, the researcher was able to reject the null hypothesis for the first research question.
increased positive levels of self-esteem, four predictor variables were strongly correlated
with decreased levels of self-esteem. Action RPG video games were negatively
correlated (r = -.259, p < .01) with the RSES statement “I am able to do things as well as
71
most other people.” Casino video games were negatively correlated (r = -.189, p < .01)
with the self the RSES statement “I take a positive attitude toward myself.” Educational
video games were positively correlated (r = .185, p < .05) with the RSES statement “I
certainly feel useless at times.” Strategy RPG video games were negatively correlated (r
= -.189, p < .05) to the RSES statement “I am able to do things as well as most other
people.” Together, these data suggest that playing video games are not strong predictors
video games may be strongly correlated with decreased levels of self-esteem when
measured by the RSES. It could be that playing certain kinds of video games are
correlated with increased levels of positive self-esteem; however, these data did not
Hypothesis 2
video games and levels of self-efficacy. Both positive and negative correlations were
found between playing certain types of video games and reported levels of self-efficacy.
Thus, the researcher was able to reject the null hypothesis for the second research
question.
positive self-efficacy. RPG video games were positively correlated (r = .189, p < .05)
with the GSE statement “Thanks to my resourcefulness, I know how to handle unforeseen
situations.” Strategy video games were positively correlated (r = .190, p < .05) with the
GSE statement “I am confident that I could deal efficiently with unexpected events” as
well as positively correlated (r = .212, p < .05) with the GSE statement “When I am
72
confronted with a problem, I can usually find several solutions.” Strategy video games
were negatively correlated (r = -.198, p < .05) with the GSE statement “If I am in trouble,
Two predictor variables were strongly correlated with decreased levels of self-
efficacy. Party video games were negatively correlated (r = -.305, p < .01) with the GSE
statement “I can always manage to solve difficult problems if I try hard enough.” Party
video games were positively correlated (r = .236, p < .05) to the GSE measure “If I am in
relationships between human behaviors, the environment, and social interactions among
people. Social Cognitive Theory is the primary theoretical framework for understanding
behaviors, abilities, intrinsic motivations, and environmental influences. Liu and Larose
(2008) write that self-efficacy and outcome expectations are essential and necessary
circumstances self-regulatory processes become disengaged from conduct. “In the social
learning analysis,” Bandura (1983, p. 31) wrote, “moral people perform culpable acts
73
through processes that disengage evaluative self-reactions for such conduct.” This
disengagement can explain what takes place in impulsive acts of violence. As described
by Berkowitz (1983) and Zillmann (1983), high levels of emotional arousal take our
Initially termed "social learning theory," Albert Bandura’s social cognitive theory
suggests that knowledge and competencies are gender specific, which foster gender-
based behaviors as well as standards of gender-based evaluations of the self that create
belief systems about self-efficacy (Bussey & Bandura, 1999). Bandura’s Social
(Bandura, 1986). Social Cognitive Theory suggests that individuals learn and behave in
different and varied forms given the unique interactions between the environment,
biological events, and such personal characteristics as cognitive, affective and biological
factors. Each of these characteristics not only determines an individual’s actions, but also
According to social learning theory (Bandura, 1983) and social cognition theory
(Bandura, 1986), individuals are able to exercise considerable cognitive control over their
individuals to transcend the present and think about the future as well as the past. This
conceptual thinking ability allows people to guide their own behavior by thinking about
possible outcomes. However, circumstances can weaken cognitive control and facilitate
impulsive actions. Under certain conditions, the individual’s actions are directed more by
external stimuli than by cognitive self-regulatory mechanisms (Bartol & Bartol, 2005).
74
Social control theory suggests that an individual is likely to become a criminal
when that individual’s connections to the conventional order or normative standards are
weak or largely nonexistent (Bartol & Bartol, 2005, p. 4). When this occurs, the
an innate tendency that must be controlled by society (Bartol & Bartol, 2005). Akers
(1973) suggests that criminal behavior is a learned response via operant conditioning and
imitation or modeling of others. Such modeling and imitation is the foundation for social
learning theory.
Teng (2008) notes that personal successes are associated with conscientiousness;
strong motivation to learn through careful observation and critical analysis, which, in
turn, facilitates greater mastery of present skills and supports greater acquisition of new
skills. New knowledge is gained through the systematic and efficient utilization of
critical analysis and genuine interest in new information. Teng (2008) argues that such
reinforces the desire to want to achieve more successes and can bolster levels of self-
efficacy.
antecedent psychological states has long suggested correlations between playing violent
video games and heightened arousal states and aggressive or violent proclivities. In
75
recent years, however, scholarly research has found that playing video games may have
some positive outcomes as well. Research continues to suggest that video games have
Anderson, & Swing, 2009; Baranowski, Buday, Thompson, & Baranowski, 2008),
improved military training and tactics (Gopher, Weil, & Bareket, 1994) as well as
improved visio-spatial capabilities for surgeons (Rosser, et al., 2007) This suggests that
video game playing fosters and contributes to the acquisition of desired and marketable
skill sets. Used as educational tools, games not only enable, but require, players to
develop, test and confirm hypotheses, revise theories, develop strategies and adhere to
specified rules set by game designers. Together, these data suggest that playing video
However, playing certain types of video games may be strongly correlated with
Limitations
This study focused on one specific type of interactive media; video games. While
media influences and media effects have been well documented in the social science
literature, the study of video game effects is a rather recent research topic, despite the
presence of video games in society during the last 50 years. This study did not analyze or
address other types of video game effects, such as heightened arousal states, increased
76
This research involved a convenience sample selected from a single University.
Future research should focus on identifying the strength of the relationships among a
broader, more diverse audience. This study was limited to analyzing how different types
efficacy using the RSES and the GSE, respectively. Future studies should explore how
these and other instruments validate or refute the findings of the current research. Also,
rather than relying strictly on a method of self-reporting, future research may involve
studying in real time, the psychometric measures of self-esteem and self-efficacy during
Future studies should focus on analyzing the parameters of both positive and
needed to ascertain the degree to which specific genres of video games affect the self-
esteem and self-efficacy of a video game player and the consequences of those influences
on both cognition and behavior. While prior research has studied the effects of violent
video game play on an individual, these studies have warranted mixed results, often with
conflicting data and conclusions. This study was limited to analyzing correlations
between playing specific genres of video games with the self-reported levels of self-
between video game play and consequent psychometric effects may be determined with
who play specific genres of video games. Future research that involves how video game
77
playing affects psychosocial mechanisms such as self-esteem and self-efficacy may
research involving how video game play and consequent mental states might also
consider identifying the length of time each video game player spends playing a specific
type of video game to be better understand the relationships between video game play
and self-esteem and self-efficacy. Also, future research on video game playing
While this research collected information pertaining to gender, age, ethnicity and
educational levels, these criteria were not incorporated into the research results. By
incorporating these demographics into the research results might provide some further
insight.
Conclusion
Research on the effects that video games have on individuals has warranted mixed
results in the social science literature. While a significant amount of research has focused
on the detrimental and harmful effects of video game playing, scholarly research into the
positive and beneficial effects of playing video games is relatively new in video game
research studies. A significant number of research studies have focused on the negative,
deleterious, and harmful effects of playing video games. While the current study found
some significant correlations between playing different genres of video games and self
report levels of self esteem and self efficacy, more research is needed to further explore
these correlations.
78
79
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APPENDIX A. VIDEO GAME QUESTIONAIRE
For the purposes of these questions, please consider all games played on any form
devices, such as a handheld gaming system or a phone and console-based games such as
any variant of Sony Playstation, Microsoft XBOX, and Nintendo systems) to be video
Part I
Demographic Information
a. Male
b. Female
b. 16 to 20 years old
c. 21 to 25 years old
d. 26 to 30 years old
e. 31 to 35 years old
f. 36 to 40 years old
g. 41 to 45 years old
h. 46 to 50 years old
i. 51 to 55 years old
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j. 56 to 60 years old
k. 61 to 65 years old
l. 66 to 70 years old
m. Over 70
c. Chinese/Chinese-American
d. Japanese/Japanese-American
e. Filipino/Pilipino
f. Pakistani/East Indian
g. Other Asian
i. Mexican/Mexican-American/Chicano
j. Latin American/Latino
k. Other Spanish/Spanish-American
m. Unknown
n. Other:
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d. in first two years of college/university
h. masters degree
i. doctoral degree
j. professional degree
a. Yes
b. No
Part II:
Video Games Habits/Experiences
1. How many days in a week do you typically play video games?
a. less than once a week
b. one
c. two
d. three
e. four
f. five
g. six
h. seven
2. If you typically play less than once a week, please estimate the frequency of your
video game play per month.
a. less than once a month
b. once a month
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c. twice a month
3. If you typically play less than once a month, please estimate the frequency of your
play per year.
a. less than once a year or never
b. once a year
c. twice a year
g. eight to 10 hours
h. over 10 hours
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5. Which of the following genres of video games do you play?
a. Action
b. Action RPG
c. Adventure
d. Board
e. Card
f. Casino
g. Educational
h. Fighting Action
i. Flight Simulation
j. Hunting
k. Music
l. Party
m. Pinball
n. Platformer
o. Puzzle
p. Racing
q. RPG
r. Shooter
s. Sports
t. Strategy
u. Strategy RPG
v. Trivia
w. Virtual Pet
x. Wrestling
y. Other:
2) _____________________________
3) _____________________________
4) _____________________________
5) _____________________________
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c. friends house
d. internet cafe/gaming store
e. other ______________
8. Who do you typically play video games with?
a. alone
b. alone but on the internet/WWW.
c. with family members
d. with friends
e. all of the above
9. How many different video games have you played?
a. one
b. two to five
c. six to ten
d. 10 to 20
e. 21 to 30
f. 31 to 40
g. 41 to 50
h. 51 to 60
i. 61 to 70
j. 71 to 80
k. 81 to 90
l. 91 to 100
m. Over 100
10. How old were you when you played your first video game?
a. 0-5 years old
b. 6 to 9 years old
c. 10 to 15 years old
d. 16 to 20 years old
e. 21 to 25 years old
f. 26 to 30 years old
g. 31 to 35 years old
h. 36 to 40 years old
i. 41 to 45 years old
j. 46 to 50 years old
k. 51 to 55 years old
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l. 56 to 60 years old
m. 61 to 65 years old
n. 66 to 70 years old
o. Over 70
11. How old were you when you hit your peak frequency of video game play?
a. 0-5 years old
b. 6 to 9 years old
c. 10 to 15 years old
d. 16 to 20 years old
e. 21 to 25 years old
f. 26 to 30 years old
g. 31 to 35 years old
h. 36 to 40 years old
i. 41 to 45 years old
j. 46 to 50 years old
k. 51 to 55 years old
l. 56 to 60 years old
m. 61 to 65 years old
n. 66 to 70 years old
o. Over 70
12. In an average week, how much did you play video games or computer games in
elementary school?
a. Under 1 hour
b. 1 hour
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c. 2 hours
d. 3 hours
e. 4 hours
f. 5 hours
g. 6 to 10 hours
h. over 10 hours
13. In an average week, how much did you play video games or computer games in
junior high school/middle school?
a. Under 1 hour
b. 1 hour
c. 2 hours
d. 3 hours
e. 4 hours
f. 5 hours
g. 6 to 10 hours
h. over 10 hours
14. In an average week, how much did you play video games or computer games in high
school?
a. Under 1 hour
b. 1 hour
c. 2 hours
d. 3 hours
e. 4 hours
f. 5 hours
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g. 6 hours
h. 7 hours
i. 8 hours
j. 9 hours
k. 10 hours
l. 11 to 15 hours
15. In an average week, how many hours per week do you play video games or computer
games while in college?
a. Under 1 hour
b. 1 hour
c. 2 hours
d. 3 hours
e. 4 hours
f. 5 hours
g. 6 to 10 hours
h. over 10 hours
16. What is the longest continuous period that you played video games or computer
games?
a. Under 1 hour
b. 1 hour
c. 2 hours
d. 3 hours
e. 4 hours
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f. 5 hours
g. 6 hours
h. 7 hours
i. 8 hours
j. 9 hours
k. 10 hours
l. 11 to 15 hours
g. Other: ____________________________________
Yes
No
Yes
No
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20. Do video games improve your ability to formulate winning strategies?
Yes
No
21. Are video games a good way to learn real world skills?
Yes
No
22. Any comments you would like to make about the topic or the survey:
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APPENDIX B. STATEMENT OF ORIGINAL WORK AND SIGNATURE
I have read, understood, and abided by Capella University’s Academic Honesty Policy
(3.01.01) and Research Misconduct Policy (3.03.06), including the Policy Statements,
Rationale, and Definitions.
I attest that this dissertation or capstone project is my own work. Where I have used the
ideas or words of others, I have paraphrased, summarized, or used direct quotes following
the guidelines set forth in the APA Publication Manual.
Learner name
and date Corey Brunelle. 7/7/2014
Mentor name
and school Ashraf Esmail; Capella University; Public Service Leadership
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